Global ETD Search

11	Parenting styles and the adjustment of black South African grade I children in single parent households Moremi, Dikeledi Margareth 25 August 2009 (has links) The present study examined the relationship between parenting styles and the socioemotional adjustment of children at school. A sample size of 90 research participants was selected and included black South African grade I school children aged between 6 and 7 years from single parent households in Pretoria Central. Factor analyses and Cronbach's alphas were determined in order to establish the validity and reliability (alpha= 0.89 and 0. 72 respectively) of the measurement instruments. In general, results were inconsistent with previous findings: The three parenting styles had no direct relationship with children's socio-emotional adjustment at school. Except for two links, non- significant relations between parenting styles and six subscales of socio-emotional adjustment were detected. However, maternal age, preschool attendance and gender of the child interacted in different combinations with four of the six subscales of socio-emotional adjustment. Future studies investigating parenting styles should take account of other areas of adjustment. / Psychology / M.A. (Psychology) 306.8560968227 Parenting -- South Africa -- Pretoria
12	Parenting styles and the adjustment of black South African grade I children in single parent households Moremi, Dikeledi Margareth 25 August 2009 (has links) The present study examined the relationship between parenting styles and the socioemotional adjustment of children at school. A sample size of 90 research participants was selected and included black South African grade I school children aged between 6 and 7 years from single parent households in Pretoria Central. Factor analyses and Cronbach's alphas were determined in order to establish the validity and reliability (alpha= 0.89 and 0. 72 respectively) of the measurement instruments. In general, results were inconsistent with previous findings: The three parenting styles had no direct relationship with children's socio-emotional adjustment at school. Except for two links, non- significant relations between parenting styles and six subscales of socio-emotional adjustment were detected. However, maternal age, preschool attendance and gender of the child interacted in different combinations with four of the six subscales of socio-emotional adjustment. Future studies investigating parenting styles should take account of other areas of adjustment. / Psychology / M.A. (Psychology) 306.8560968227 Parenting -- South Africa -- Pretoria
13	Creating sustainable teaching and learning environments in dysfunctional Secondary Schools in the Mutale Area of Vhembe District Mbulaheni, Visi Muriel January 2015 (has links) DEd (Curriculum Studies) / Department of Curriculum Studies / Poor learner academic performance is a major problem in South African public schools today. A considerable number of schools in the Vhembe District are dysfunctional. While the Department of Basic Education (DoBE) is attempting to intervene in these schools to address this problem, the interventions and turnaround strategies have not been sustainable. In schools where interventions and turn around strategies are being provided, such interventions have been short lived and were not sustainable. The aim of the study was to investigate the issues affecting teachers in dysfunctional secondary schools in order to develop a model for creating a sustainable teaching and learning environment. This study used both quantitative and qualitative research designs in which questionnaires, interview and observation schedules were used, for data collection processes. Purposive sampling procedure was used to select participants. Quantitative data was analysed using IBM Statistical package for Social Sciences Version 23 (IBM SPSS statistics), and Atlas.ti Version 6 programme for qualitative data. Results showed that conditions in the schools were not conducive to the promotion of quality teaching and learning. Teachers were demotivated resulting in poor performance in all school activities which contributed to rendering the schools dysfunctional. Some teachers even left the profession. A model was developed for the creation of a sustainable teaching and learning environment in dysfunctional secondary schools in the Mutale area. Sustainable Teaching and learning environments Dysfunctional school Secondary schools 371.28071268257 MBU Schools -- South Africa -- Limpopo Education -- South Africa -- Limpopo Teaching -- South Africa -- Limpopo Students -- South Africa -- Limpopo Performance -- South Africa -- Limpopo
14	The impact of disrupted family life and school climate on the self-concept of the adolescent Gasa, Velisiwe Goldencia 06 1900 (has links) This study was undertaken to determine whether a disrupted family life and school climate has an impact on the self-concept of the adolescent. This problem was tackled and investigated from different angles : factors within the home, factors outside the home, intrapsychic factors, interpersonal factors and school factors. An analysis of the above factors and their impact on the self-concept of the adolescent was done by means of measuring instruments in the form of a questionnaire. The results of the empirical research indicated that the more positive the family and school climate, the more positive the academic, social and emotional self-concept of the adolescent. The educational implications of the findings of the literature and the empirical study are discussed to assist teachers and parents to identify and eliminate factors that cause adolescents from disrupted families to underachieve and have negative self-concepts. / M.Ed. (Socio Education) Disrupted family Academic achievement Underachievement Single Parent Adolescent Relationship formation Conformity Intergroup relations Self-concept 305.9560968 School environment -- South Africa. Underachievement -- South Africa. Academic achievement -- South Africa. Single-parent families -- South Africa. Parent and teenager -- South Africa. Adolescent psychology -- South Africa. Dysfunctional families -- South Africa. Broken homes -- South Africa.
15	The impact of disrupted family life and school climate on the self-concept of the adolescent Gasa, Velisiwe Goldencia 06 1900 (has links) This study was undertaken to determine whether a disrupted family life and school climate has an impact on the self-concept of the adolescent. This problem was tackled and investigated from different angles : factors within the home, factors outside the home, intrapsychic factors, interpersonal factors and school factors. An analysis of the above factors and their impact on the self-concept of the adolescent was done by means of measuring instruments in the form of a questionnaire. The results of the empirical research indicated that the more positive the family and school climate, the more positive the academic, social and emotional self-concept of the adolescent. The educational implications of the findings of the literature and the empirical study are discussed to assist teachers and parents to identify and eliminate factors that cause adolescents from disrupted families to underachieve and have negative self-concepts. / M.Ed. (Socio Education) Disrupted family Academic achievement Underachievement Single Parent Adolescent Relationship formation Conformity Intergroup relations Self-concept 305.9560968 School environment -- South Africa. Underachievement -- South Africa. Academic achievement -- South Africa. Single-parent families -- South Africa. Parent and teenager -- South Africa. Adolescent psychology -- South Africa. Dysfunctional families -- South Africa. Broken homes -- South Africa.

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